Texas Resource for Early Autism Treatment

Treatment Philosophy

TREAT utilizes an Applied Behavioral Analysis (ABA) discrete trial early behavioral intervention approach in the treatment of children with Autistic Spectrum Disorders. Our approach builds on the assumption that children with autism do not learn from observing others in the same manner that typical children do. Therefore, children with autism experience difficulty in learning and responding appropriately, often resulting in frustration that is demonstrated in a variety of ways (e.g., tantrums, crying, etc.). TREAT’s emphasis is on creating a teaching environment in which the child experiences high levels of success, thus creating numerous opportunities for positive reinforcement while simultaneously minimizing failure.

In order to increase skills on behaviors that a child is lacking, we utilize principles of shaping, which builds complex skills from simpler, mastered skills. These skills range from basic imitation, self-help, and receptive language tasks, to more abstract and complex language, academic, and social skills. Generalization of skills learned at home is one of the key components of this intervention model, enabling the child to interact within the community and achieve success in school.

Behaviors that have been identified as undesirable or inappropriate are managed and reduced by simultaneously reinforcing competing, desirable behaviors (minimizing reinforcement for the undesirable behaviors, e.g., extinction and response prevention).

Treatment consists of an average of 35 hours per week of one-to-one behavior intervention that occurs in the child’s home. Treatment is provided by a team of therapists (usually 5-7) who each work 6 hours per week in two or three hour sessions. Ideally, the child is taught for 5-7 hours per day, 5-7 days per week, with scheduled breaks throughout each day. It is through this intensive treatment that the child has the opportunity to experience continuous success, and practice correct responses to promote learning. When the child begins to attend preschool or kindergarten, one-to-one hours will continue as needed, but may be reduced in order to accommodate school hours received. The child’s level of progress will determine the appropriate type of school or school program in which s/he should be placed. Choosing the appropriate school setting is important in enhancing the child’s continued success.

Some of the benefits of treatment for your family may include the opportunity for providing the enhancement of:

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